{"id":3886,"date":"2016-11-01T20:17:38","date_gmt":"2016-11-01T17:17:38","guid":{"rendered":"https:\/\/www.activehistory.co.uk\/updates\/?p=3886"},"modified":"2016-10-27T20:18:06","modified_gmt":"2016-10-27T17:18:06","slug":"design-a-logo-reflecting-the-aims-and-methods-of-individuals-or-organisations","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/display-work\/design-a-logo-reflecting-the-aims-and-methods-of-individuals-or-organisations\/","title":{"rendered":"Design a logo reflecting the aims and methods of individuals or organisations"},"content":{"rendered":"<h2>Overview<\/h2>\n<h3>After studying individuals, parties or organisations,\u00a0challenge students to design a logo which summarises their essential aims, methods, successes and failures.<\/h3>\n<p>This is a task I regularly use as part of group work exercises based on The Apprentice, but lends itself equally well\u00a0to the study of a wide range of other examples.<\/p>\n<p><img loading=\"lazy\" class=\"alignnone size-large aligncenter\" src=\"https:\/\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_9\/apprentice_photos\/5.jpg\" alt=\"\" width=\"650\" height=\"490\" \/><\/p>\n<h3>Examples<\/h3>\n<p>After a study of twentieth century Russian political parties\u00a0(Bolsheviks, Mensehviks, Kadets, Social Revolutionaries&#8230;), students should summarise\u00a0the fundamental beliefs, objectives\u00a0and membership of each.<\/p>\n<p>The same principle could be applied to ideologies (Fascists, Social Democrats, Democratic Socialists, Liberals, Communists) or to civil rights organisations in the USA (NAACP, SCLC, CORE, SNCC).<\/p>\n<p>The idea could even be used to summarise the beliefs, actions, successes and failures of individuals being studied as a concluding task after a\u00a0<a href=\"http:\/\/www.classtools.net\/blog\/balloon-debates\/\">balloon debate<\/a>\u00a0or a\u00a0<a href=\"http:\/\/www.classtools.net\/blog\/using-knowledge-cubes-for-hands-on-discussions\/\">knowledge cube<\/a>\u00a0exercise.<\/p>\n<h3>Taking it further<\/h3>\n<p>In order to identify change over time, students could design different logos for different periods for the same organisation to highlight its changing objectives, tactics and membership.<\/p>\n<p>In order to provide some written detail alongside each logo, students should decide upon a slogan to go underneath\u00a0each logo.<\/p>\n<p>Each logo could be turned into a display piece in the form of a demonstration placard, with viewers encouraged to read about each organisation and decide which one they would have belonged to or had most sympathy with.<\/p>\n<p>Another presentation\u00a0idea would be to set up a &#8216;play with the display&#8217;\u00a0with other students invited to spot connections and contrasts between logos in the form of a\u00a0<a href=\"http:\/\/www.classtools.net\/blog\/venn-diagrams-compare-and-contrast-two-three-factors-visually\/\">Venn diagram<\/a>,\u00a0<a href=\"http:\/\/www.classtools.net\/blog\/interpretation-via-triangulation\/\">Triangulation<\/a>\u00a0or\u00a0<a href=\"http:\/\/www.classtools.net\/blog\/use-matrix-grids-to-judge-two-issues-simultaneously\/\">Matrix Grid<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Overview After studying individuals, parties or organisations,\u00a0challenge students to design a logo which summarises their essential aims, methods, successes and failures. This is a task I regularly use as part of group work exercises based on The Apprentice, but lends itself equally well\u00a0to the study of a wide range of other examples. Examples After a&#8230; <\/p>\n<div class=\"link-more\"><a href=\"https:\/\/www.activehistory.co.uk\/updates\/display-work\/design-a-logo-reflecting-the-aims-and-methods-of-individuals-or-organisations\/\">Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[194],"tags":[660,246,281,658,497,661,659],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/pAq0G-10G","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3886"}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=3886"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3886\/revisions"}],"predecessor-version":[{"id":3887,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/3886\/revisions\/3887"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=3886"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=3886"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=3886"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}